Script


 * Which 2 want to write the script?
 * Obviously we have to have thought of an issue and discussed that in more detail first.
 * we can leave ideas on this page for the script and how were going to present it

The theme is REFUSAL TO PARTICIPATE The two scenarios could be...... 1. The child refuses to participate and the teacher loses their temper and all hell breaks loose 2. The child refuses to participate but the teacher remains in their adult voice and includes them in the work and eventually participates.

How does that sound? (Nicole) Sounds good to me =) (Amber)

I was also thinking, that to include all of us in the performance, we could divide it a few different scenarios from that: 1. Child refuses to participate, and takes themselves away from the class (out of the classroom or under a table or in a cnr) 2. Child refuses to participate and distracts others while doing so. I had also included a few web links in the report about refusal to participate in school by avoiding school altogether. That might be a bit of a whole other topic tho... But there was a lot more information about it rather than just people asking for advice! (Katrina)

I like your ideas for the play. we have to show two sides to both those scenarios though. One that shows things not being handled well and one that shows the situation being handled well. How do you think we would show refusal to come to school and the teachers reaction to that. It's supposed to be something handled in the classroom and i think that issue is played out a bit more outside the school.....(Nicole)

From the report I think our role play needs to be based around a lack of structure and then having structure in the classroom. That is what the research suggested was key to this issues. Anyways let me know what you all think (Nicole)

Anyway I hope its OK so far, do let me know if you don't like, you do need to feel comfortable with it. Also if you want to add anything feel free.
 * Hi everyone, just pasting the script here, I'm still working on it but thought I better paste it incase anyone has a major problem with the direction I'm taking. I have broken the role play up into three parts, so to include theoretical perspectives and to also make the point that sometimes behavior can be caused by a combination of elements. I have placed a big emphasis on the lack of structure in the classroom but have also acknowledge the personal experience of the child, because I think that is really important.

Hey I like what you've got so far :)

I'm a bit concerned about the set up of the school you've suggested. I feel thats going in to a whole different issue that's not mentioned in the report. Our report and script need to match is what I'm trying to say.

Can we just make it the one classroom? So instead of talking about the school set up, talking about the class set up, ie, "The classroom is set up in a thrown together way. There is no discipline agreement or any class rules. As a teacher I do not have a relationship with my students and things like respect and responsibility are not encouraged". (I'm sure you can make it sound heaps better than I just did) This way we can also use props to show the last scenario with class rules, messages about respect etc.

Have a read through the reasons we put into the report because it's a bit different to how you've presented the issue. I love the way you've done the 3 scenarios. The scenario is a great one, very powerful. I love the analyser idea, i think that will bring a new perspective on the role plays that we will be watching. And the third scenario works really well too. Maybe the teacher can refer Cameron to the agreed class rules and posters on respect and responsibility. I agree that the background of the student is important.

Thanks for the script it's looking really good. Let me know what you think about the comments I've put up. Thanks :)

> ISSUES ROLEPLAY

CHARACTERS: Facilitator: The experts perspective Speaker one: The teacher speaking us through the incident Teacher: who is playing the role of speaker one. Cameron: The student who is refusing to participate.


 * PART 1: The Incident**


 * Teacher:** Ok everyone for this session, time will be divided into three section, the first twenty minutes will be sent on your construction piece, the second transferring what you have done so far onto grided paper, with a 4-1 ratio and the last third spent on your reflections.

Ok so before we continue on with our construction pieces today we are going to begin our personal written reflections on our process and progress so far.

Cameron: But we don’t know how to write reflections

Teacher: I’ll write on the board possible things you can include in your reflection, Ok for example your original ideas, your planning and your chosen material, then for example if it didn’t go to plan, why not? What happened?

Cameron: But I didn’t plan anything I just did it! This isn’t supposed to be work, this is supposed to be a fun activity. No way.

Teacher: It can be fun and work at the same time. You can’t just do things without thinking about what you’re doing.

Speaker one: And then he refused to do anything, and was being so vocal to distract the other students and encourage them to also not participate.

Facilitator: And then what happened.?

Teacher: Ok well look what we can do is this, You can do your constructions first but you must finish when I tell you, which will be in about 25 minutes to at least start your reflections. Ok

Speaker one: and the students worked enthusiastically

Facilitator; Until

Speaker: until

Teacher; OK everyone you have to finish that up now and start making your way to your desks to begin your reflections.

…..Cameron?

Cameron: No I’m not doing it, it’s not far, you didn’t say we had to do this. This was a fun activity.

Teacher: Cameron, this project is a maths related activity, come on everyone else is doing it.

Speaker one: I tried and tried and tried until it came out.

Cameron: You can’t make me do it, it’s not fair you lied this wasn’t part of it, this was a fun activity because the preps got to do it, I hate this school, I don’t want to come here any more, I’m not coming back, I hate you you’re the worst teacher, I want my old teacher back.

Speaker one; I was so hurt I walked off, the thing is this student is very disruptive, I knew there was no reasoning with him that afternoon, so I attended to another student.
 * PART 2: The Analyses**

Facilitator: OK OK I can see lots of issues being played out there. Before I go on however can you inform me on a couple of details.

First can you give me some information about this child?

Speaker one: Cameron Thomas, grade four kid, lovely, he finds it really hard to fit into the class environment, home schooled for a year after he got kicked out of Steiner. Until recently I havn’t seen him write more than three sentences. It took him half the year to get along with the teacher who just resigned.

Facilitator; And the school…?

Speaker one: In its first year, so we're trialing lots of different things. We have just had a change of staff in the middle of the term. So at the moment there are two of us myself for the first three days and another teacher for the last two days of the week in the classroom. The previous teacher did not assert any control over the structure of the classroom and children usually spent the afternoon as free time.

Facilitator: And the task, how did that come about?

Speaker one: It was a last minute decision, their art class on Monday afteroon was shifted to Fridays and no one told me. The older kids saw the lower grades constructing shapes in maths and wanted to do it as well.

Facilitator: Ok lets go back to the child. It seems he lacks trust and respect for the classroom and any teachers, because there have been so many changes and for new teachers coming in in the middle of the term means no systems have been established. Also it seems that his inability to control his own behavior has been a reoccurring problem as he has tried a number of other options before coming to this school. I would suggest meeting with the parents and the student to put together a behavioral plan in which certain standards of behavior are set, repercussions for misbehavior, personal behavior goals etc. Once these are agreed upon it is a contract between the student and the teacher and parents. Also have those some standards of behavior and participation for the whole classroom so the student can see it modeled by other students. Respond when the student works co-operatively in the class, acknowledge the good behavior. In the case of misbehavior take a systematic approach where there are a number of steps to try to curve the behavior. A warning system, a note of misbehavior, seperation and then a report. You will find over time the number of sequential steps you will need to take will be shorter and shorter.

Last of all plan in advance so as to organise the students and give them warning of what will be happening. contexualise their learning. It will give then time to come to terms with the parts of a project that they may not like.
 * PART 3: The Alternative**

Teacher: Ok class I'm looking for people who are listening really well today. Some of you have amazed me already with your focus and concentration. We are starting a construction project today it is very similar to the activity the younger children were doing the other day, but our project is slightly different.

When we do any project it is important that we have fun, but it's just as important that while we are having fun, we are developing our learning and being challenged.

The project the younger students did yesterday, while fun, was also very challenging for them and as you are all very capable doing the same activity with your eyes closed, we have to change it slightly so you too can develop your learning. So I thought it would be great to combine this construction project with your work on perimeter and area, and to include your own personnel reflection journal.

Cameron: But that’s not fair that sounds like work not fun.

Teacher: Well Cameron as I said it is work but it can be fun, it's up to you how much fun you have with it. I saw you work really well yesterday and I bet you can work just as well on this project.

Teacher: As you have an option to work in pairs you may choose to take turns with the written and maths related parts of the activity. I will place all the steps on the board that you will need to complete by the end of the project. I will let you choose what order you put them in. So if you choose to start constructing today, that means tomorrow you must start another step.

the grade preps did their activity in one lesson, you are lucky enough to have the whole week.

Hey guys, sorry about the script, I thought I had upoaded it last weekend, but I mustn't have saved properly as it was still sitting as a draft... Sorry! Let me know what you think. Not sure if it is way too long! Might need to cull some of it. I've used the original idea of the analyser and followed the similar format, but put a bit more theory into it. (Kat)

Ok, looks as though we have both posted at the same time emily! I've just seen some new changed appear! I've got my draft in a word doc below. what do you want to do with this now?



What about these for class rules. This would be easy to print out and have as a resource.



Or can write them up and include:

Treat people the way that you would like to be treated. Raise your hand if you have something to say Keep your hands and feet to yourself.

(Katrina)